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From intersectionality to substantive representation: determinants of the representation of women faculty in academic contexts: voices of Egyptian academic leaders
(Taylor & Francis, 2021-10-31)
Through addressing four public universities in Egypt, the author of the present study seeks to answer the question of why women faculty are poorly represented in both professorial and academic managerial positions. Upon conducting semi-structured interviews with 22 academic leaders in the addressed universities, the author of the present paper has found that the representation of women faculty is determined by both cultural barriers (e.g., familial obligations, the think manager think male culture, religious barriers) and institutional limitations (e.g., lack of administrative support, gender bias, greediness of academic institutions). To the best of the author’s knowledge, this study is the first of its kind in the context of a developing nation to focus on the representation of women faculty from the perspective of academic leaders, and subsequently, it fills a gap in HR management, public administration and higher education, in which empirical studies that address academic leaders to identify their perceptions of the representation of their female colleagues have been limited so far.
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Mental illness of management educators: does holding multiple academic jobs play a role? A qualitative study
(Springer Science+Business Media, 2022-03-21)
Through addressing management educators in four public business schools in Egypt, the authors of this paper aim to uncover the impact of holding multiple academic jobs on the mental health of management educators. The paper asserts that management educators do not perceive the holding of multiple academic roles as a stimulant of any form of mental illness (e.g., anxiety, depression, stress) if it is accompanied by a sense of autonomy (proper teaching loads, rational time for supervising theses, reasonable requests for research production) a feeling of competence (relevant monthly salary, available training and learning opportunities) and a sense of relatedness (feeling of involvement, flexible work hours, option to work from home).
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Mental health of business academics within the COVID-19 era: can meaningful work help? A qualitative study
(Emerald Group Holdings Ltd., 2022-04-22)
Through addressing academics in four public business schools in Egypt, the authors of this paper aim to uncover how meaningful work might shape the mental health of the addressed academics post COVID-19. Design/methodology/approach: The author employed a qualitative research method through semi-structured interviews with 44 academics from four business schools selected from among 25 public institutions of higher education in Egypt. The author subsequently used thematic analysis to determine the main ideas in the transcripts. Findings: The authors’ findings show that business academics usually consider meaningful work as playing a major role in shaping their mental health, especially after a crisis. This indicates that the more they perceive their jobs as valuable and worthwhile, the more they can deal with limitations and mental health issues (e.g. anxiety, stress, inadequate sleep, etc.) that accompany crisis. The findings also show that during the time of the COVID-19 crisis, employees (business academics in this case) have not placed so much importance to their autonomy (ability to choose and/or participate in decision-making processes) in the workplace. Instead, they care more about their relatedness (sense of belongingness) and their level of competence (sense of capability). Accordingly, the authors show that having academics that develop a sense of purpose for their academic duties in a time of crisis has less mental health disorders. Subsequently, post crisis, business academics can feel a continuous sense of relatedness and find ongoing opportunities to work and learn. Originality/value: This paper contributes by filling a gap in HR management, in which empirical studies on the relationship between mental health and meaningful work have been limited so far.
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A global experiment on motivating social distancing during the COVID-19 pandemic
(National Academy of Sciences, 2022-05-31)
Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.
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Autonomy, competence and relatedness: How and why do artisan entrepreneurs act as responsible leaders?
(Emerald Publishing, 2024-08-27)
The aim of this paper is to answer the question: What stimulates artisan entrepreneurs to act as responsible leaders? Design/methodology/approach: A qualitative research method was employed and semi-structured interviews with 30 artisans working in four different artisanal activities were used to gather the data. Thematic analysis was subsequently applied to the interview transcripts. Findings: The findings suggest that the main factors causing artisan entrepreneurs to act responsibly are as follows: autonomy (the authority artisans exercise in managing their businesses; preserving socio-cultural identity is an artisan’s main duty; proving an individual competency in implementing society-related priorities), competence (adhering to generally accepted business practices; simplicity of developing and maintaining the social agenda of artisan enterprises; meeting the clients’ desire in exercising a social awareness) and relatedness (returning social favours; necessitating involvement with different stakeholders; contributing to the common good). Originality/value: This paper contributes by filling a gap in the literature on artisan entrepreneurship, responsible leadership and research in tourism and hospitality, in which empirical studies on the responsible practices of artisan entrepreneurs have been limited so far.
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Digital entrepreneurship among Egyptian women: Autonomy, experience and community
(Emerald Publishing, 2024-12-02)
Given the remarkable increase in entrepreneurial activities initiated by women in the Egyptian context in addition to the scarcity of empirical studies on digital self-employment there, the authors of the present paper aim to identify what motivates women to engage in digital entrepreneurship, and to identify how those women establish their digital entrepreneurial activities. Design/methodology/approach: The authors employed a qualitative research method through semi-structured interviews with 30 women entrepreneurs who own and manage digital businesses. Thematic analysis was subsequently used to determine the main ideas in the transcripts. Findings: The authors have found that enjoying absolute independence, securing more time for family, guaranteeing an independent source of income in addition to the ease of accessing extensive online markets are the main motives behind the engagement of women in the Egyptian context in digital entrepreneurship activities. Moreover, the authors have also asserted that the minimal training and government support stimulate women entrepreneurs there to start and continue their digital business activities informally. Originality/value: This paper contributes by filling a gap in entrepreneurship studies in which empirical studies on establishing and managing digital entrepreneurship among women in developing economies has been limited so far.
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Evidence of validity and reliability of the controlling motivational style questionnaire in the work context
(Elsevier Ltd, 2024-02-15)
According to the self-determination theory (SDT), leaders may adopt a controlling motivational controlling style (CMS) that forces employees to think, feel, or behave in a certain way to promote employee motivation. However, a scale has yet to be developed to measure CMS in the work environment. Usually, researchers use questionnaires adapted to different contexts or designed for another motivational style. However, whether these questionnaires capture the behaviors that represent CMS in the work context is little known. This research aimed to elaborate on and analyze the validity and reliability of the questionnaire on Controlling Motivational Style at Work (CMS-W). The study was based on a literature review of the types of controlling behaviors and a review of questionnaires used by SDT researchers who assessed the controlling motivational style in different contexts. A Peruvian sample of 1100 public sector employees participated. The results show that the short and encompassing CMS-W-11 has a one-dimensional structure with good fit indices: Robust RMSEA = 0.071 with 90 % CI from 0.064 to 0.078; Robust CFI = 0.975; Robust TLI = 0.969; SRMR = 0.025 and good reliability coefficients: Ω = 0.930 and AVE 0.630. Furthermore, it shows convergent validity with controlled motivation (r = 0.260, p < .001) and discriminant validity with autonomous motivation (r = −0.270, p < .001). Moreover, the invariance of the gender category was tested. The fit indices were adequate, and the comparative results between the models were also satisfactory. In addition, the behaviors of the CMS in a work context are conditional negative regard, judging and devaluing, control through objectives, intimidation, and intrusive authority. Therefore, labor organizations will have the CMS-W validated and tested in a work context to evaluate the CMS of leaders and study how it related to the motivation of human capital and organizational objectives.
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Living Well: Empirically Developed Structural Equation Model for Healthy and Effective Self-Regulation
(Elsevier B.V., 2023-10-01)
The purpose of this study is to develop and empirically test a structural equation model (SEM) for healthy and effective self-regulation based on the propositions of self-determination theory (SDT). A cross-sectional data sample (N = 6,705) is used to test the model. The results of the SEM demonstrate good to excellent global fit indices (RMSEA = 0.06, SRMR = 0.04 CFI = 0.97, TLI/NNFI = 0.95) and excellent local fit indices (p < 0.001). It is acknowledged that longitudinal and experimental research designs will be necessary to infer causal effects. However, based on the strong theoretical and empirical grounding of the model, indications for causal effects are discussed beyond correlational relations. The local fit indices imply that autonomy of goals, intrinsic values orientation, mindfulness, and the newly integrated construct clarity about personal values positively affect psychological needs satisfaction and facets of subjective and psychological well-being. Additionally, they indicate that mindfulness and clarity about personal values have the greatest benefits on individual health, well-being, and effectiveness. These results are crucial as they emphasize the significant role of mindfulness in healthy and effective self-regulation. Furthermore, they put the spotlight on a rather new construct; clarity about personal values. By having transferred the knowledge base of SDT into an empirically derived model of healthy and effective self-regulation, this study provides well-grounded indications of how health, well-being, and effectiveness in individuals may be fostered. These indications offer new insights for theory building and practical interventions in domains like psychotherapy, healthcare, organizations, sports, and education.
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Impact of Intellectual Capital on Organizational Performance Through Intrinsic Motivation in Higher Education Institutions
(Cogent OA, 2023-01-01)
The purpose of this research is to analyze the relationship between intellectual capital and organizational performance with the mediating rol of intrinsic motivation in higher education institutions. We conducted an empirical study with a sample of 815 employees from public and private universities in Ecuador. Data were obtained from an instrument adapted the previous researchadministered to faculty and administrative staff in management positions. A structural equation modelling approach was used to analyze the relationships between variables and their magnitude and direction. The results showed a significant relationship between intellectual capital and organizational performance, with a partial mediation of intrinsic motivation. No significant differences were found in the effect of intellectual capital between public and private universities. Managers who aim to improve the performance of their organizations with their intellectual capital can benefit from the intrinsic motivation of their employees. This research shows intrinsic motivation as a mediator between intellectual capital and organizational performance, but also analyzes their relationships based on the Self-Determination Theory, which is a novelty according to the existing literature.
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Variations in Need Supports in Education as a Function of Cultural and Economic Factors: Perspectives from Self-Determination Theory
(Springer Science+Business Media, 2025-12-01)
Self-Determination Theory (SDT) posits that the basic psychological needs for autonomy, competence, and relatedness are universally essential to high-quality motivation and wellness in educational settings. A strong focus of SDT has been on the affordances and obstacles to supporting these basic needs, which can vary considerably between classrooms, schools, school systems, and cultures. In this review, we briefly review the evidence for SDT’s “universality without uniformity” claims, showing that the importance of these three basic psychological needs for student well-being and academic functioning is empirically well established across cultures. However, examining variability, our discussion focuses on how economic, societal, and cultural factors may impact parent and teacher practices and educational policies, affecting the extent to which learners’ basic needs are supported. Illustrating this, we describe the ways in which SDT has been received or applied in 10 different societal-cultural contexts. These observations suggest that as yet few countries have enacted educational policies with students’ basic needs in the forefront. Many instead emphasize practices and policies with little supportive evidence, such as pervasive grading, a focus on high-stakes testing, and limited content choice, factors that can lead to basic need frustration and disengagement for students and educators. Cultural ideologies can also create a bias against a focus on flourishing for all, and economic factors often limit teachers’ access to training and resources. Yet, some educational systems have incorporated SDT principles, and we identify factors that have contributed to this. We conclude by calling for a stronger focus on supporting learners’ basic psychological needs as part of both teacher training and educational policies.
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